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Page 1: H860 Reading Difficulties

H860 Reading Difficulties

Week 11

RD and Linguistic Diversity

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Today’s session

1. Online memo feedback2. Brief return to fluency3. ELLs and RD4. Break5.

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Online memo

In terms of getting to grips with the topic, was the online memo more or less useful than the offline memos?

A. I learnt more through the online memo

B. I learnt more through the offline memos

C. I learnt about the same

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Thoughts about posting to the group

Thin

k m

ore

abou

t the.

..

Thin

k m

ore

abou

t the.

..

Did

n’t re

ally

chan

ge...

Oth

er

0% 0%0%0%

A. Think more about the assignment than usual, in a productive way

B. Think more about the assignment than usual, in a stressful way

C. Didn’t really change how I approached the assignment

D. Other

Knowing the class would read my contribution made me:

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Final projects update

• Poster day• Paragraph plan checking

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Today’s session

1. Online memo feedback2. Brief return to fluency3. ELLs and RD4. Break5.

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Today’s session

1. Online memo feedback2. Brief return to fluency3. ELLs and RD4. The wider demands of academic

language

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Our collective experiences of language diversity

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Some wider, sobering background

• Language minorities are under-represented in programs for gifted and talented

• Language minorities are over-represented in certain special education categories: – Learning disabilities– Mental retardation– Emotional disturbance

• BUT, they are identified for special ed. 2-3 years later than language majority students

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Reading Disability or ELL difficulty?

• Identifying specific reading disabilities in a monolingual context is easy, right?!

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Reading Disability or ELL difficulty?

Enter the English-language-learner (ELL)…

• Reading is behind their native English peers• Is a specific reading disability present?

Geva: phonological processing difficulties are a hallmark of dyslexia across languages…

…so we just administer the CTOPP?

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CTOPP recap

For ages 5-6 For ages 7-24

Phonological awareness: •Elision•Blending words•Sound matching

Phonological memory:•Memory for digits•Nonword repetition

Rapid naming:•Rapid Color Naming•Rapid Object Naming

Phonological memory:•Memory for digits•Nonword repetition

Phonological awareness: •Elision•Blending words•Blending Nonwords•Segmenting Nonwords

Supplemental Subtests:•Phoneme Reversal•Segmenting Words

Rapid Naming:•Rapid Digit Naming•Rapid Letter Naming•Rapid Color Naming•Rapid Object Naming

Supplemental Subtest:•Blending Nonwords

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How helpful would the CTOPP be in determining whether my ELL student has dyslexia?

Bec

ause

it is

larg

ely.

..

Giv

en th

e Englis

h-ba

..

I’m

not s

ure!

33% 33%33%1. Because it is largely

based on sounds, not large chunks of language, it would be a fair (not perfect) measure of my student’s PA

2. Given the English-base of the test, it would be really hard to interpret, thus not so useful

3. I’m not sure!

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TOPPS

• Spanish version matched on:- number of syllables and phonemes- position of manipulation

• http://www.cal.org/acquiringliteracy/assessments/index.html

• What kind of Spanish?

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Specific Reading Disability vs. ELL diffs?

• We can start to approximate phonological processing skills

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Other (proximal) things to consider when assessing…

• Fatigue• Multiple assessment/portfolio approach• Rigby• Error analysis e.g.

– Decoding• Grammar/phonics mistakes that are

language based• Native pronunciation of identically spelled

words

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Other (proximal) things to consider when assessing…

• Emerging cognate assessments

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Week 7

Recap from HT-820

• The Bilingual Verbal Ability Tests (BVAT)

• Translated into: Arabic, Chinese (Simplified and Traditional), English, French, German, Haitian-Creole, Hindi, Italian, Japanese, Korean, Polish, Portuguese, Russian, Spanish, Turkish, and Vietnamese

• Based on the Woodcock-Johnson-Revised (1989) Cognitive Battery:

– Picture Vocabulary– Oral Vocabulary: Synonyms– Oral Vocabulary: Antonyms– Verbal Analogies

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Week 7

Half-way-there solution

• Administration of all the subtests in the English language first.

• Each item failed in English is re-administered in the

native language. • Total score is items correct from both languages

combined.

• Sadly, still issues e.g. - Cultural bias in some pictures

- Norms compiled from administration of all items, but some translations have reduced item numbers

- Complexity across tests very uneven, causing content validity issues

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Week 7

Going Further

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Week 7

Dynamic assessment revisited

• Goal of DA: “to establish the amount of change that can be induced during interactions with the examiner during the assessment process”

• Methods for DA of language:

a) Testing the limitsb) Graduated prompting

c) Test-teach-retest

Determine readiness for progress In intervention

Differentiate disorders fromdifferences

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Week 7

Case Studies

Child A, 4 years• Spoke mainly Spanish, using single words• EOWPVT-R SS = 67, Preschool Language

Scales (adapted), 4/10 items

Child B, 4;6years• Spoke mainly Spanish, using words, phrases

and sentences• EOWPVT-R SS = 71, PLS 7/10

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Week 7

Case Studies

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Week 7

Learning Strategies Checklist

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Week 7

Case Studies

Child A• Motivated and attentive, but little quantitative change

in pre/post test scores (some qualitative change). Little generalization so future goals were to work on this, as well as helping A understand her correct vs. incorrect responses

• Probable language-learning problem and inconsistent use of strategies

Child B

• Gained maximum modifiability score. DA enabled her to expressive vocabulary performance and demonstrate

true abilities

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Week 7

DA Summary

• Measures of change such as gain scores, modifiability and qualitative change are extremely useful in differentiating language difference from disorder

• But remember gain scores may not be equal across the same test and in normal distributions, the centre point is more stable than the tails.

****

• DA results in high validity, low reliability (same issue with reading comprehension)

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Other (distal) things to consider when assessing…

• Consider background knowledge of child• Get perspective from parents • Has the child has gaps in schooling?

• http://www.ldldproject.net/model.html

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Summary so far

• Phonological difficulties across languages is red flag for specific reading disability

• BUT, certainty of identification is hard…

…Response-to-Intervention may be a particularly useful model as a result

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And what is our intervention?

The favorite five:

1. Phonemic awareness2. Phonics3. Fluency4. Vocabulary5. Text comprehension

…with adjustments

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The challenges of academic language

Schleppegrell

‘‘tell about one thing only and in such a way that it sounds important’’

• Formal style that is very different to conversational style

• Most familiar to children from middle-class homes

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Teaching academic language in schools

• http://dww.ed.gov/see/see.cfm?PA_ID=6&T_ID=13&P_ID=23&rID=2

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Academic language

• Also a challenge for some African-American students – see Charity article.

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Peer learning

• HGSE twist – using virtual worlds to intensify/specialize the learning experience

• River City Project• Open example: Second Life

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Break